Reflection-on-action is necessary to derive meaning from one’s experiences. This paper revisits research data from an elongated study on the impact of a distance education programme on the professional practice of graduates. The study focused on 300 graduates and 128 principals, selected through multi-stage and purposive sampling. The researcher used a mixed-methods research design with specific focus on Kirkpatrick’s, and Baldwin and Ford’s training evaluation models. The researcher’s curiosity was triggered by the need to understand possible reasons for the participants’ views, as these are contrary to the norm. This account indicates a clear institutional policy on quality assurance, practices guided by the policy, an ongoing monitoring of the distance education students’ profiles, improved programme design, student support structures, programme design and research focused on programmes as possible reasons. The author argues that higher education practitioners, irrespective of delivery mode, could benefit from the valuable lessons learnt from the exercise.
Keywords: Distance education, evaluation, impact, professional development, quality, reflection, reflection-on-action
Reflection-on-action is necessary to derive meaning from one’s experiences. This paper revisits research data from an elongated study on the impact of a distance education programme on the professional practice of graduates. The study focused on 300 graduates and 128 principals, selected through multi-stage and purposive sampling. The researcher used a mixed-methods research design with specific focus on Kirkpatrick’s, and Baldwin and Ford’s training evaluation models. The researcher’s curiosity was triggered by the need to understand possible reasons for the participants’ views, as these are contrary to the norm. This account indicates a clear institutional policy on quality assurance, practices guided by the policy, an ongoing monitoring of the distance education students’ profiles, improved programme design, student support structures, programme design and research focused on programmes as possible reasons. The author argues that higher education practitioners, irrespective of delivery mode, could benefit from the valuable lessons learnt from the exercise.
Keywords: Distance education, evaluation, impact, professional development, quality, reflection, reflection-on-action
Founded in 1999, Tejas is a leader in the design, engineering, and testing of specialty downhole oilfield equipment. The company is dedicated to driving the industry forward with new equipment, engineering expertise, and ultra-high-pressure, high-temperature testing facilities.
Tejas has a proven record in quality, safety, health, and the environment and is certified to ISO and API industry standards. We are known for getting to market quickly by providing fast, turnkey product development and engineering solutions.
We are client-driven and our clients are big players, mainly large operators and service companies. Because Tejas is small and nimble, we can rapidly respond to the problems our clients are trying to solve. All employees are fully trained and certified in both onshore and offshore products.
Founded in 1999, Tejas is a leader in the design, engineering, and testing of specialty downhole oilfield equipment. The company is dedicated to driving the industry forward with new equipment, engineering expertise, and ultra-high-pressure, high-temperature testing facilities.
Tejas has a proven record in quality, safety, health, and the environment and is certified to ISO and API industry standards. We are known for getting to market quickly by providing fast, turnkey product development and engineering solutions.
We are client-driven and our clients are big players, mainly large operators and service companies. Because Tejas is small and nimble, we can rapidly respond to the problems our clients are trying to solve. All employees are fully trained and certified in both onshore and offshore products.
